Student-led Global Learning Showcase LTPSS 2012-13 (3rd May 2013)

[A] Planning and Implementation

Aims: The activity aims to enable students to become aware of the global challenges/issues that concern them nowadays. Objectives: By the end of the activity, students would be able to: define what is meant by a global challenge/issue identify the origins of the challenges/issues explain the development of the challenges/issues propose sustainable and feasible solutions develop such generic skills as cooperative learning, language and numeracy competence, critical and creative thinking etc appreciate the power of individuals in shaping the world as they see fit Implementation: A prefect will be assigned to lead a class. Each class will find (1) a global issue of which they become aware, and then address it through (2) research and discussion, (3) presentation and taking questions, (4) reflections and (5) publications. Each class will use their own classroom for presenting and

sharing ideas concerning what the students are aware of in this world. Each class will make the best use of the physical environment of the classroom (inside and outside) such as the notice boards, the walls, human resources (i.e. the students themselves for different functions and roles to pay) and so on. (1) What are we aware of in the world? (The following are only suggestions and the list is not exhaustive. Simply pick one or choose any other by seeking class teachers advice.) Water Air pollution Infant mortality in the Third World Tensions and challenges in developed countries War and diplomacy The threat of nuclear weapons Armament race Poverty Energy crisis The welfare state in crisis UN being a machine of super powers Dictatorship in the Third World Global warming Racism Human rights violation The rise of China Scramble for resources Food shortage Food safety The American hegemony Deforestation Desertification Over-urbanisation Biodiversity in crisis Coral reefs in crisis Public health Democracy in crisis Tax avoidance Child abduction A world of discrimination and inequality (eg gender) Science and morality Globalisation vs natural culture

*Please note that a lot of these above are by nature inter-related with one another. Never mind if your analysis should in the process of your work come to address the problems picked by other classes.

Knowledge building is like that. Example: My class works on water. My title: Water and life on earth Key questions: How is water pollution putting life in danger on earth? What are the best solutions to the challenge/problem? My other questions to guide my research are (use Enquiry-based Learning, EBL): What is water? Where do we get water? Who needs water? When do we need water? How do we get water? Why do we need water? What is pollution? When do we have pollution? Who creates pollution? Where do we get pollution? How do we have pollution? Why do we have pollution? What is life? What life forms do we have? Where can we find life? When do we have life? How is life created? Why do we have life? What is danger? What sorts of danger do we have? Who is in danger? Where do we meet with danger? When do we have danger? How do we have danger? Why are we in danger? What is earth? Who lives on earth? Where do we find earth? When did earth come about? How was it formed? Why is it here? What is water pollution? What sorts of water pollution do we have? When do we have water pollution? Where do we have water pollution? Who causes water pollution? How is water polluted? Why is water polluted? What is a solution? What is it for? What sorts of solutions do we have? When do we need a solution? Where do we find a solution? How do we find a solution? Why do we need a solution? How is water pollution putting life in danger? Why is water pollution putting life in danger? What are my solutions to the danger? (2) Research and discussion (Prefects as facilitators) (This is prefects job during class teachers time, lunch time and time after school. The prefects will work out their times individually with groups.) 9 Core Groups per Class for research;

cooperation is a must within and across each working group within the class; briefings will be given to prefect-facilitators: Everyone within the groups must be ready to present their findings to the audience, because half of the class will go out to visit other classes at different times.

The whole class will raise questions based on the EBL approach before taking up the following group-based duties.

Each group will borrow ideas from what they learnt during the Experiential Learning Week, what was seen, observed, felt etc.

Each working group will be responsible for the basic research based on their EBL questions above.

Two posters are to be produced by each class, aiming at sumarising all the ideas and findings.

Group 1 2 3 4

Duties (Prefects as facilitators) Origins of the problem (i.e. why this problem) and why it is a global problem Data and statistics (in charts and diagrams) findings for the scope of the problem Data and statistics analysis for trends and patterns about the development of this problem over time (i.e. a timeline) Examples to support your arguments in the analysis (any examples from elsewhere, plus examples from your

experiences during the Experiential Learning Week) 5 6 7 8 9 Solutions proposed political and legal Solutions proposed economic and social Solutions proposed - critical analysis of feasibility and sustainability General support Research, IT, illustration by visuals (eg displays, photographs to illustrate the problem and solutions) Artists two posters to summarise the ideas of the findings in your presentation.

(3) Learning outcomes: Form of presentation, questions from audience and critique as audience: While the presentation usually takes the form of Powerpoint clips, groups are free to us any other form to channel their findings and ideas, ranging from holding a forum, small group presentations (to take turn), parallel discussion sessions each with a theme, drama, traditional presentations through IT devices, debates, interactive lessons and so on.

In team work, therefore (see the 9 proposed tasks for research and discussion above), each class will present their findings, ideas and views to its audience, which may consist of the students from other classes/year levels, parents, guests from EdB, IMC members, prospective S1s and their parents, other school children, etc.

Each class will assess others work based on assessment rubrics.

(4) Reflections

Each group within the class will provide reflections on their own which will comprise the following: (I) On our class: (a) What did our class do in this class project? Briefly describe it. (b) What were the problems we encountered during our group work (eg cooperation)? (c) What were our solutions to these problems? (d) What was the most enjoyable part of our work? Why? (e) In future, for improvement, what would we do? (f) As teenagers, what are our solutions to this world challenge/issue of our class? (II) On other classes we visited: (a) What were the challenges/issues of these other classes that we visited? (b) Which class do we think deserves the strongest praise? Why do we say that? (c) Which group(s) do we think will need improvement? In what ways? (d) Which challenge/issue has the greatest impact on us? (State which one and what impact it has on you, and why the impact is so great on you.)

(5) Publications Each class will contribute to the subsequent school publication of this event.

[B] Schedule (run down)

Whe What n 8:30 Presentations by 10:15 class in homeroom Visits to 3 other classes for learning and assessment 10:45 12:30 Presentations by class in homeroom Visits to 3 other classes for learning and assessment

Who odd numbered pupils to present even numbered pupils to out and visit other classes work

Duties of teachers Overall learning: Mr Sydney Wong Assessment rubrics: Ms Emily Law and June Li Overall logistics: Mr Wong Siu Kee Cameramen: Mr Issac Law and Mr Chun Kwan Organising Prefects as facilitators in each class: Mr Stephen Lam General Facilitators, reflections and evaluation: Prefects Class Teachers: Each will take turn to stay in with the class for presentation or go out for learning from others

even numbered pupils to present odd numbered pupils to out and visit other classes work

12:30 Lunch 1:40

Overall logistics: Mr Wong Siu Kee

1:00 1:40 Student forums x 2

SA to arrange in 2 places on campus

Forum arrangements: Student Association (Mr Kelvin Ling and Mr Eric So) LTV: Mr Alan Cheng and Mr Dennis Wong Documentaries: Mr Dereck Wong and Ms Caroline Chan

Documentaries on Through Campus global TV challenge/proble m

1:40 Presentations 3:30 (ELW) + quizzes show + debate on Experiential Learning Week In Hall, For S1 S3 Debates x 5 S4 vs S5 on world issues in: 7/F, Rm132, Library, new and old covered playgrounds (English or Chinese most welcome)

Hums/LS groups from S1 to S3 on their findings during the Experiential Learning Week Each class from S4 and S5 will provide a debate team

Overall logistics: Mr Wong Siu Kee Presentation groups recommended by Hums/LS teachers Overall logistics: Mr Wong Siu Kee Managing audience: Class Teachers of S4 and S5 Organising debate teams for Eng Dept: Chinese Dept (Mr Gary Wong)

Debate formalities and ethics: English Dept (Ms Kathy Cheung) Post event publication SKK and his PR team

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